Creating and Implementing a Responsive Multi-Tiered SEL System for all Students (Part 1)
Multi-tiered systems to support students’ development of core social emotional learning (SEL) skills are most effective when assessment and intervention components are aligned and integrated to produce sensitive data-based feedback to users and system-wide accountability. The SSIS SEL Edition assessments and Classwide Intervention Program (CIP) provides users a powerful set of tools that fit within most any multi-tiered support system in both elementary and secondary schools, are culturally responsive, are highly consistent with the CASEL SEL competency framework, and result in a S.A.F.E.R. intervention. This session will examine (a) screening and progress monitoring assessments and (b) evidence-based, digitized intervention units to advance SEL skills in five competency areas (self-awareness, self-management, social awareness, relationship skills, and responsible decision making). Efficacy research for the CIP and sample comprehensive school-wide and class-wide reports will be examined to document the typical results of an SSIS SEL multi-tiered system.
Leading and Sustaining an SEL School-wide Program (Part 2)
A successful universal SEL program supplemented with tiered small group interventions for poor responding students can improve teachers’ effectiveness and nearly all students’ social and academic outcomes. To achieve and sustain these outcomes requires teacher buy-in, teacher PD, cost effective digitized resources, and rapid data-based feedback to teachers and students. Strategies and specific tactics used with the SSIS SEL CIP will be examined to illustrate the Plan-Implement-Evaluate (PIE) approach and 9 related actions that enhance the design and implementation of a sustainable SEL Program.
Part 1 of this workshop will be held from 9 a.m.-12 p.m. and Part 2 will be held from 2-5 p.m. You must take Part 1 prior to taking Part 2.
Dr. Stephen N. Elliott is the Mickelson Foundation Professor in the Sanford School of Social and Family Dynamics at Arizona State University. He has authored more than 300 journal articles, books, and book chapters, along with 5 widely used behavior-rating scales. His research focuses on (a) the assessment of children’s social emotional skills and academic engagement, (b) the design and use of testing accommodations and alternate assessment for evaluating the academic performance of students with disabilities for educational accountability, and (c) the measurement of students’ opportunities to learn the intended curriculum. Currently, he co-directs the National Center on Assessment and Accountability for Special Education, an IES funded research center concerning achievement growth models for students with disabilities and moderating variables of student achievement.